With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century.

中文翻译：

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土耳其职前英语外语教师的数字素养实践

随着信息和通信技术的迅速变化，语言教师和职前教师（PT）不再足够知道如何使用现有的数字工具。他们还需要具有数字素养，才能对安全，明智和生产性使用的工具和平台进行严格评估。本研究以定性方法研究了土耳其PT的数字素养概念。这包括探索PT如何定义这个概念，他们使用了哪种工具以及他们出于何种目的而倾向于使用数字工具。首先，我们发现PT的数字素养概念包括从知识到使用，再到批判性，创造性和协作性使用的多个层次。其次，我们观察到大学教授在PT的数字素养水平的发展中起着重要作用。第三，我们发现，PT出于各种目的大量使用社交媒体平台，但是，我们发现需要进一步指导以支持PT使用这些平台进行专业发展。这项研究的结果揭示了土耳其PT的当前数字素养技能，并将对二十一世纪的教师教育中的教育政策制定者和教师培训者有益。